Baltimore City CollegeLibrary Media Program 2011-2013

A shift in strategyUnderdeveloped library programs (lacking funding, staff,

connectedness to school) can:

Use existing resources to create a program and the access the institution can support ORAttempt to create the program and the access needed to support the students and ask the institution—the administration, faculty, students, and District—to support it.

Based on the best practices school library media, the second option is the only appropriate choice. Here are the results so far:

Growth of the Library Program 2009-2013

number of cl

asses

atten

dance

class

(x100)

atten

dance

individual

(x100)

circulati

on print (x

100)

use of re

source

s (x100)

lessons in

tegrati

ng tech

nology0

500

1000

1500

2000

2500

3000

3500

2009-20102011-20122012-2013

School Librarian: The 4 Roles

Snapshot 2011-2012

40%

18%15%

28%

ResponsibilitiesTeacher Instructional PartnerInformation Specialist Program administration

Snapshot 2012-2013

22%

18%

15%

44%

ResponsibilitiesTeacher Instructional PartnerInformation Specialist Program administration

TeachingInstruction across grade levels in: Using Databases Using Search Engines Using Noodletools Effective notetaking Building bibliographies (works cited)

Instruction needed in: Source evaluation In-text/Footnote citations Linking research and argument

Opportunities: Personal Project Senior World History project

Concerns:Little library research freshman year aside from occasional English collaboration.Little library research junior year for non-IB that builds sophomore momentum

Virtual Access and InstructionAccess to the Research Wiki off the Baltimore City College Library Page

NoodletoolsGeneral feedback from the resource from students and faculty is extremely positive. Students research more ethically and effectively and teachers learn where the gaps in understanding are.

Instructional Partnerships

Strengths:Personal Project process and standards sets students up for challenging work – allows more students to be more prepared for IB

Weaknesses:Little to no consistent research in the 9th grade yearLack of 10th and 11th grade Social Studies collaboration may be impacting the 12th grade Social Studies research assessments, which are significant.

Opportunities:Chemistry argument papers reach all sophomores – opportunity to reinforce Personal Project skills; assignment resembles upper level work.Drama project can be model for what widespread 9th grade research can/should look like

Threats:Natural uncertainties or lack of knowledge about the modern research process and information literacy skills requiredLack of vertical alignment, e.g. 9th and 10th grade teachers face wide skill range and must remediate, while 11th and 12th grade teachers are forced by external assessments and volume of students to conduct fully independent researchInconsistent collaboration and coordination with the librarian, due to lack of opportunity (no PD, no common planning, dysfunctional communication avenues)

Information SpecialistCollection Development Print collection weeded significantly to bring it up to MSDE standards. More weeding is still needed. Acquisition of Global Issues in Context to support curriculum Publicizing of existing databases Push for virtual reference Addition of high-interest fiction to support the independent reading programCreating of a set of booklists to support independent reading genres

Literature appreciationConnect with next year’s Books for the Beast via Pratt Library Mass registration of 9th graders for Pratt library cards Collaboration with 9th and 10th grade English on independent reading

Program Administration

22%

18%

15%

44%

Responsibilities 2012-2013Teacher Instructional PartnerInformation Specialist Program administration

Accomplishments:

Creation of a policies and procedures manualTrained library assistantEstablished a better circulation procedureMaintained lab and library facilitiesAdvocated for programBasic information center services on a daily basisSecured library renovation grant after needs analysis

The trinity of a successful library atmosphere-access balance depends on SCHEDULE, STAFF and SPACE. When any of those aspects are weak or challenging, either the atmosphere or the access deteriorates. Moreover, the amount of time spent on program administration at the expense of instruction increases – see chart at right.

Schedule The current schedule creates constant tension between independent access and an academic environment. See impact statement for scheduling committee.

StaffThe current staffing level (half of the state standard) is inadequate for a student population of 1300.

SpaceThe space (its size, multiple entrances/exits) is not functional for a 21st century library facility in a school setting.

Access Standards

The library media program at City, ideally composed of two certified librarians (APC) and two circulation manager/assistants, must provide the following areas of service and support to meet state Library Media Standards (MSDE) and build a nationally and professionally proficient program (via National Board Certification, ALA Library Bill of Rights): “Provide equitable and timely access” (MSDE School Library Media Standard 2.11) to all students, particularly to those who lack library/computer resources at home and who are unable to stay before or after school. ”The library is never closed. The school library media center must be open for students before, during, and after the school day. This means that the center is not closed and locked because there is a class using it, or because the school library media specialist is at lunch, or because the library is being used for a book fair. The school library is always open for one child to use.” Summarized by Gail Dickenson in Achieving National Board Certification for School Library Media Specialists: A Study Guide . Chicago: American Library Association, 2005. From "Access to Resources and Services in the School Library Media Program."